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class="vector-toc-list"> <li id="toc-Criticism" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Criticism"> <div class="vector-toc-text"> <span class="vector-toc-numb">1.1</span> <span>Criticism</span> </div> </a> <ul id="toc-Criticism-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Discourse_community" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Discourse_community"> <div class="vector-toc-text"> <span class="vector-toc-numb">2</span> <span>Discourse community</span> </div> </a> <button aria-controls="toc-Discourse_community-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Discourse community subsection</span> </button> <ul id="toc-Discourse_community-sublist" class="vector-toc-list"> <li id="toc-Discourse_community_constraints" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Discourse_community_constraints"> <div class="vector-toc-text"> <span class="vector-toc-numb">2.1</span> <span>Discourse community constraints</span> </div> </a> <ul id="toc-Discourse_community_constraints-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Writing_for_a_discourse_community" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Writing_for_a_discourse_community"> <div class="vector-toc-text"> <span class="vector-toc-numb">2.2</span> <span>Writing for a discourse community</span> </div> </a> <ul id="toc-Writing_for_a_discourse_community-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Novel_argument" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Novel_argument"> <div class="vector-toc-text"> <span class="vector-toc-numb">2.3</span> <span>Novel argument</span> </div> </a> <ul id="toc-Novel_argument-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Intertextuality" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Intertextuality"> <div class="vector-toc-text"> <span class="vector-toc-numb">3</span> <span>Intertextuality</span> </div> </a> <ul id="toc-Intertextuality-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Key_elements" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Key_elements"> <div class="vector-toc-text"> <span class="vector-toc-numb">4</span> <span>Key elements</span> </div> </a> <ul id="toc-Key_elements-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Academic_genres" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Academic_genres"> <div class="vector-toc-text"> <span class="vector-toc-numb">5</span> <span>Academic genres</span> </div> </a> <button aria-controls="toc-Academic_genres-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Academic genres subsection</span> </button> <ul id="toc-Academic_genres-sublist" class="vector-toc-list"> <li id="toc-By_researchers_for_other_researchers" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#By_researchers_for_other_researchers"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.1</span> <span>By researchers for other researchers</span> </div> </a> <ul id="toc-By_researchers_for_other_researchers-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Technical_or_administrative_forms" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Technical_or_administrative_forms"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.2</span> <span>Technical or administrative forms</span> </div> </a> <ul id="toc-Technical_or_administrative_forms-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Collating_the_work_of_others" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Collating_the_work_of_others"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.3</span> <span>Collating the work of others</span> </div> </a> <ul id="toc-Collating_the_work_of_others-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Research_and_planning" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Research_and_planning"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.4</span> <span>Research and planning</span> </div> </a> <ul id="toc-Research_and_planning-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Newer_forms" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Newer_forms"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.5</span> <span>Newer forms</span> </div> </a> <ul id="toc-Newer_forms-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-By_graduate_students_for_their_advisors_and_committees" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#By_graduate_students_for_their_advisors_and_committees"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.6</span> <span>By graduate students for their advisors and committees</span> </div> </a> <ul id="toc-By_graduate_students_for_their_advisors_and_committees-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-By_undergraduate_students_for_their_instructors" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#By_undergraduate_students_for_their_instructors"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.7</span> <span>By undergraduate students for their instructors</span> </div> </a> <ul id="toc-By_undergraduate_students_for_their_instructors-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-By_instructors_for_students" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#By_instructors_for_students"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.8</span> <span>By instructors for students</span> </div> </a> <ul id="toc-By_instructors_for_students-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Summaries_of_knowledge_for_researchers,_students_or_general_public" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Summaries_of_knowledge_for_researchers,_students_or_general_public"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.9</span> <span>Summaries of knowledge for researchers, students or general public</span> </div> </a> <ul id="toc-Summaries_of_knowledge_for_researchers,_students_or_general_public-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Disseminating_knowledge_outside_the_academy" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Disseminating_knowledge_outside_the_academy"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.10</span> <span>Disseminating knowledge outside the academy</span> </div> </a> <ul id="toc-Disseminating_knowledge_outside_the_academy-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Personal_forms_often_for_general_public" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Personal_forms_often_for_general_public"> <div class="vector-toc-text"> <span class="vector-toc-numb">5.11</span> <span>Personal forms often for general public</span> </div> </a> <ul id="toc-Personal_forms_often_for_general_public-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Emotions_in_higher-education_academic_writing" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Emotions_in_higher-education_academic_writing"> <div class="vector-toc-text"> <span class="vector-toc-numb">6</span> <span>Emotions in higher-education academic writing</span> </div> </a> <ul id="toc-Emotions_in_higher-education_academic_writing-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Format" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Format"> <div class="vector-toc-text"> <span class="vector-toc-numb">7</span> <span>Format</span> </div> </a> <ul id="toc-Format-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-See_also" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#See_also"> <div class="vector-toc-text"> <span class="vector-toc-numb">8</span> <span>See also</span> </div> </a> <ul id="toc-See_also-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-References" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#References"> <div class="vector-toc-text"> <span class="vector-toc-numb">9</span> <span>References</span> </div> </a> <ul id="toc-References-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Further_reading" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Further_reading"> <div class="vector-toc-text"> <span class="vector-toc-numb">10</span> <span>Further reading</span> </div> </a> <button aria-controls="toc-Further_reading-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> <span class="vector-icon mw-ui-icon-wikimedia-expand"></span> <span>Toggle Further reading subsection</span> </button> <ul id="toc-Further_reading-sublist" class="vector-toc-list"> <li id="toc-General" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#General"> <div class="vector-toc-text"> <span class="vector-toc-numb">10.1</span> <span>General</span> </div> </a> <ul id="toc-General-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Architecture,_design_and_art" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Architecture,_design_and_art"> <div class="vector-toc-text"> <span class="vector-toc-numb">10.2</span> <span>Architecture, design and art</span> </div> </a> <ul id="toc-Architecture,_design_and_art-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Bibliography" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Bibliography"> <div class="vector-toc-text"> <span class="vector-toc-numb">11</span> <span>Bibliography</span> </div> </a> <ul id="toc-Bibliography-sublist" class="vector-toc-list"> </ul> </li> </ul> </div> </div> </nav> </div> </div> <div class="mw-content-container"> <main id="content" class="mw-body"> <header class="mw-body-header vector-page-titlebar"> <nav aria-label="Contents" class="vector-toc-landmark"> <div id="vector-page-titlebar-toc" class="vector-dropdown vector-page-titlebar-toc vector-button-flush-left" > <input type="checkbox" id="vector-page-titlebar-toc-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-vector-page-titlebar-toc" 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.mw-parser-output .sidebar:not(.notheme) .sidebar-list-title,html.skin-theme-clientpref-os .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle{background:transparent!important}html.skin-theme-clientpref-os .mw-parser-output .sidebar:not(.notheme) .sidebar-title-with-pretitle a{color:var(--color-progressive)!important}}@media print{body.ns-0 .mw-parser-output .sidebar{display:none!important}}</style><table class="sidebar sidebar-collapse nomobile nowraplinks hlist"><tbody><tr><td class="sidebar-pretitle">Part of <a href="/wiki/Category:Research" title="Category:Research">a series</a> on</td></tr><tr><th class="sidebar-title-with-pretitle"><a href="/wiki/Research" title="Research">Research</a></th></tr><tr><td class="sidebar-image"><span class="mw-default-size mw-image-border" typeof="mw:File/Frameless"><a href="/wiki/File:Humanit%C3%A9s_Num%C3%A9riques.JPG" class="mw-file-description"><img alt="A laptop computer next to archival materials" src="//upload.wikimedia.org/wikipedia/commons/thumb/d/d9/Humanit%C3%A9s_Num%C3%A9riques.JPG/220px-Humanit%C3%A9s_Num%C3%A9riques.JPG" decoding="async" width="220" height="165" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/d/d9/Humanit%C3%A9s_Num%C3%A9riques.JPG/330px-Humanit%C3%A9s_Num%C3%A9riques.JPG 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/d/d9/Humanit%C3%A9s_Num%C3%A9riques.JPG/440px-Humanit%C3%A9s_Num%C3%A9riques.JPG 2x" data-file-width="3264" data-file-height="2448" /></a></span></td></tr><tr><td class="sidebar-content"> <div class="sidebar-list mw-collapsible mw-collapsed"><div class="sidebar-list-title" style="padding-bottom:0;text-align:center;;color: var(--color-base)"><a href="/wiki/Research_design" title="Research design">Research design</a></div><div class="sidebar-list-content mw-collapsible-content" style="padding-top:0;"> <ul><li><a href="/wiki/Research_ethics" title="Research ethics">Ethics</a></li> <li><a href="/wiki/Research_proposal" title="Research proposal">Proposal</a></li> <li><a href="/wiki/Research_question" title="Research question">Question</a></li> <li><a class="mw-selflink selflink">Writing</a> <ul><li><a href="/wiki/Argument" title="Argument">Argument</a></li> <li><a href="/wiki/Citation" title="Citation">Referencing</a></li></ul></li></ul></div></div></td> </tr><tr><td class="sidebar-content"> <div class="sidebar-list mw-collapsible mw-collapsed"><div class="sidebar-list-title" style="padding-bottom:0;text-align:center;;color: var(--color-base)">Research strategy</div><div class="sidebar-list-content mw-collapsible-content" style="padding-top:0;"> <ul><li><a href="/wiki/Interdisciplinarity" title="Interdisciplinarity">Interdisciplinary</a></li> <li><a href="/wiki/Multimethodology" title="Multimethodology">Multimethodology</a></li> <li><a href="/wiki/Qualitative_research" title="Qualitative research">Qualitative</a> <ul><li><a href="/wiki/Art-based_research" title="Art-based research">Art-based</a></li></ul></li> <li><a href="/wiki/Quantitative_research" title="Quantitative research">Quantitative</a></li></ul></div></div></td> </tr><tr><td class="sidebar-content"> <div class="sidebar-list mw-collapsible mw-collapsed"><div class="sidebar-list-title" style="padding-bottom:0;text-align:center;;color: var(--color-base)"><a href="/wiki/List_of_schools_of_philosophy" class="mw-redirect" title="List of schools of philosophy">Philosophical schools</a></div><div class="sidebar-list-content mw-collapsible-content" style="padding-top:0;"> <ul><li><a href="/wiki/Antipositivism" title="Antipositivism">Antipositivism</a></li> <li><a href="/wiki/Constructivism_(philosophy_of_science)" title="Constructivism (philosophy of science)"> Constructivism</a></li> <li><a href="/wiki/Critical_rationalism" title="Critical rationalism">Critical rationalism</a></li> <li><a href="/wiki/Empiricism" title="Empiricism">Empiricism</a></li> <li><a href="/wiki/Fallibilism" 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href="/wiki/Action_research" title="Action research">Action research</a></li> <li><a href="/wiki/Art_methodology" title="Art methodology">Art methodology</a></li> <li><a href="/wiki/Critical_theory" title="Critical theory">Critical theory</a></li> <li><a href="/wiki/Grounded_theory" title="Grounded theory">Grounded theory</a></li> <li><a href="/wiki/Hermeneutics" title="Hermeneutics">Hermeneutics</a></li> <li><a href="/wiki/Historiography" title="Historiography">Historiography</a></li> <li><a href="/wiki/Human_subject_research" title="Human subject research">Human subject research</a></li> <li><a href="/wiki/Narrative_inquiry" title="Narrative inquiry">Narrative inquiry</a></li> <li><a href="/wiki/Phenomenology_(sociology)" title="Phenomenology (sociology)">Phenomenology</a></li> <li><a href="/wiki/Pragmatism" title="Pragmatism">Pragmatism</a></li> <li><a href="/wiki/Scientific_method" title="Scientific method">Scientific method</a></li></ul></div></div></td> </tr><tr><td class="sidebar-content"> <div class="sidebar-list mw-collapsible mw-collapsed"><div class="sidebar-list-title" style="padding-bottom:0;text-align:center;;color: var(--color-base)">Methods</div><div class="sidebar-list-content mw-collapsible-content" style="padding-top:0;"> <ul><li><a href="/wiki/Analysis" title="Analysis">Analysis</a></li> <li><a href="/wiki/Case_study" title="Case study">Case study</a></li> <li><a href="/wiki/Content_analysis" title="Content analysis">Content analysis</a></li> <li><a href="/wiki/Descriptive_statistics" title="Descriptive statistics">Descriptive statistics</a></li> <li><a href="/wiki/Discourse_analysis" title="Discourse analysis">Discourse analysis</a></li> <li><a href="/wiki/Ethnography" title="Ethnography">Ethnography</a> <ul><li><a href="/wiki/Autoethnography" title="Autoethnography">Autoethnography</a></li></ul></li> <li><a href="/wiki/Experiment" title="Experiment">Experiment</a> <ul><li><a href="/wiki/Field_experiment" title="Field experiment">Field experiment</a></li> <li><a href="/wiki/Social_experiment" title="Social experiment">Social experiment</a></li> <li><a href="/wiki/Quasi-experiment" title="Quasi-experiment">Quasi-experiment</a></li></ul></li> <li><a href="/wiki/Field_research" title="Field research">Field research</a></li> <li><a href="/wiki/Historical_method" title="Historical method">Historical method</a></li> <li><a href="/wiki/Statistical_inference" title="Statistical inference">Inferential statistics</a></li> <li><a href="/wiki/Interview" title="Interview">Interviews</a></li> <li><a href="/wiki/Cartography" title="Cartography">Mapping</a> <ul><li><a href="/wiki/Cultural_mapping" title="Cultural mapping">Cultural mapping</a></li></ul></li> <li><a href="/wiki/Phenomenography" title="Phenomenography">Phenomenography</a></li> <li><a href="/wiki/Secondary_research" title="Secondary research">Secondary research</a> <ul><li><a href="/wiki/Bibliometrics" title="Bibliometrics">Bibliometrics</a></li> <li><a href="/wiki/Literature_review" title="Literature review">Literature review</a></li> <li><a href="/wiki/Meta-analysis" title="Meta-analysis">Meta-analysis</a></li> <li><a href="/wiki/Scoping_review" class="mw-redirect" title="Scoping review">Scoping review</a></li> <li><a href="/wiki/Systematic_review" title="Systematic review">Systematic review</a></li></ul></li> <li><a href="/wiki/Scientific_modelling" title="Scientific modelling">Scientific modelling</a> <ul><li><a href="/wiki/Simulation" title="Simulation">Simulation</a></li></ul></li> <li><a href="/wiki/Survey_(human_research)" title="Survey (human research)">Survey</a></li></ul></div></div></td> </tr><tr><td class="sidebar-content"> <div class="sidebar-list mw-collapsible mw-collapsed"><div class="sidebar-list-title" style="padding-bottom:0;text-align:center;;color: var(--color-base)">Tools and software</div><div class="sidebar-list-content mw-collapsible-content" style="padding-top:0;"> <ul><li><a href="/wiki/Category:Argument_technology" title="Category:Argument technology">Argument technology</a></li> <li><a href="/wiki/Category:GIS_software" title="Category:GIS software">Geographic information system software</a></li> <li><a href="/wiki/Category:Library_and_information_science_software" title="Category:Library and information science software">Library and information science software</a> <ul><li><a href="/wiki/Category:Bibliometrics_software" title="Category:Bibliometrics software">Bibliometrics</a></li> <li><a href="/wiki/Category:Reference_management_software" title="Category:Reference management software">Reference management</a></li></ul></li> <li><a href="/wiki/Category:Science_software" title="Category:Science software">Science software</a> <ul><li><a href="/wiki/Category:QDA_software" title="Category:QDA software">Qualitative data analysis</a></li> <li><a href="/wiki/Category:Scientific_simulation_software" title="Category:Scientific simulation software">Simulation</a></li> <li><a href="/wiki/Category:Statistical_software" title="Category:Statistical software">Statistics</a></li></ul></li></ul></div></div></td> </tr><tr><td class="sidebar-below" style="padding-top: 0.1em; font-weight: bold;"> <a href="/wiki/Portal:Philosophy" title="Portal:Philosophy">Philosophy portal</a></td></tr><tr><td class="sidebar-navbar"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><style data-mw-deduplicate="TemplateStyles:r1239400231">.mw-parser-output .navbar{display:inline;font-size:88%;font-weight:normal}.mw-parser-output .navbar-collapse{float:left;text-align:left}.mw-parser-output .navbar-boxtext{word-spacing:0}.mw-parser-output .navbar ul{display:inline-block;white-space:nowrap;line-height:inherit}.mw-parser-output .navbar-brackets::before{margin-right:-0.125em;content:"[ "}.mw-parser-output .navbar-brackets::after{margin-left:-0.125em;content:" ]"}.mw-parser-output .navbar li{word-spacing:-0.125em}.mw-parser-output .navbar a>span,.mw-parser-output .navbar a>abbr{text-decoration:inherit}.mw-parser-output .navbar-mini abbr{font-variant:small-caps;border-bottom:none;text-decoration:none;cursor:inherit}.mw-parser-output .navbar-ct-full{font-size:114%;margin:0 7em}.mw-parser-output .navbar-ct-mini{font-size:114%;margin:0 4em}html.skin-theme-clientpref-night .mw-parser-output .navbar li a abbr{color:var(--color-base)!important}@media(prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .navbar li a abbr{color:var(--color-base)!important}}@media print{.mw-parser-output .navbar{display:none!important}}</style><div class="navbar plainlinks hlist navbar-mini"><ul><li class="nv-view"><a href="/wiki/Template:Research_sidebar" title="Template:Research sidebar"><abbr title="View this template">v</abbr></a></li><li class="nv-talk"><a href="/wiki/Template_talk:Research_sidebar" title="Template talk:Research sidebar"><abbr title="Discuss this template">t</abbr></a></li><li class="nv-edit"><a href="/wiki/Special:EditPage/Template:Research_sidebar" title="Special:EditPage/Template:Research sidebar"><abbr title="Edit this template">e</abbr></a></li></ul></div></td></tr></tbody></table> <p><b>Academic writing</b> or <b>scholarly writing</b> refers primarily to <a href="/wiki/Nonfiction" class="mw-redirect" title="Nonfiction">nonfiction</a> writing that is produced as part of academic work in accordance with the standards of a particular academic subject or discipline, including: </p> <ul><li>reports on empirical <a href="/wiki/Field_research" title="Field research">fieldwork</a> or research in facilities for the <a href="/wiki/Natural_science" title="Natural science">natural sciences</a> or <a href="/wiki/Social_science" title="Social science">social sciences</a>,</li> <li>monographs in which scholars analyze culture, propose new theories, or develop interpretations from <a href="/wiki/Archive" title="Archive">archives</a>,</li></ul> <p>as well as <a href="/wiki/Undergraduate_education" title="Undergraduate education">undergraduate</a> versions of all of these.<sup id="cite_ref-1" class="reference"><a href="#cite_note-1"><span class="cite-bracket">[</span>1<span class="cite-bracket">]</span></a></sup> </p><p>Academic writing typically uses a more formal tone and follows specific conventions. Central to academic writing is its intertextuality, or an engagement with existing scholarly conversations through meticulous citing or referencing of other academic work, which underscores the writer's participation in the broader discourse community. However, the exact style, content, and organization of academic writing can vary depending on the specific genre and publication method. Despite this variation, all academic writing shares some common features,<sup id="cite_ref-:3_2-0" class="reference"><a href="#cite_note-:3-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup><sup class="noprint Inline-Template" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citing_sources" title="Wikipedia:Citing sources"><span title="This citation requires a reference to the specific page or range of pages in which the material appears. (March 2024)">page needed</span></a></i>]</sup> including a commitment to intellectual integrity, the advancement of knowledge, and the rigorous application of disciplinary methodologies. </p> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="Academic_style">Academic style</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=1" title="Edit section: Academic style"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Academic writing often features prose <a href="/wiki/Register_(sociolinguistics)" title="Register (sociolinguistics)">register</a> that is conventionally characterized by "evidence...that the writer(s) have been persistent, open-minded and disciplined in the study"; that prioritizes "reason over emotion or sensual perception"; and that imagines a reader who is "coolly rational, reading for information, and intending to formulate a reasoned response."<sup id="cite_ref-3" class="reference"><a href="#cite_note-3"><span class="cite-bracket">[</span>3<span class="cite-bracket">]</span></a></sup> </p><p>Three linguistic patterns<sup id="cite_ref-4" class="reference"><a href="#cite_note-4"><span class="cite-bracket">[</span>4<span class="cite-bracket">]</span></a></sup><sup class="noprint Inline-Template" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citing_sources" title="Wikipedia:Citing sources"><span title="This citation requires a reference to the specific page or range of pages in which the material appears. (March 2024)">page needed</span></a></i>]</sup> that correspond to these goals across fields and genres, include the following: </p> <ol><li>a balance of caution and certainty, or a balance of hedging and boosting;<sup id="cite_ref-5" class="reference"><a href="#cite_note-5"><span class="cite-bracket">[</span>5<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-6" class="reference"><a href="#cite_note-6"><span class="cite-bracket">[</span>6<span class="cite-bracket">]</span></a></sup></li> <li>explicit cohesion through a range of cohesive ties and moves;<sup id="cite_ref-:3_2-1" class="reference"><a href="#cite_note-:3-2"><span class="cite-bracket">[</span>2<span class="cite-bracket">]</span></a></sup><sup class="noprint Inline-Template" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citing_sources" title="Wikipedia:Citing sources"><span title="This citation requires a reference to the specific page or range of pages in which the material appears. (March 2024)">page needed</span></a></i>]</sup> and</li> <li>the use of compressed noun phrases, rather than dependent clauses, for adding detail.<sup id="cite_ref-7" class="reference"><a href="#cite_note-7"><span class="cite-bracket">[</span>7<span class="cite-bracket">]</span></a></sup></li></ol> <p>The stylistic means of achieving these conventions will differ by academic discipline, seen, for example, in the distinctions between writing in history versus engineering, or writing in physics versus philosophy.<sup id="cite_ref-8" class="reference"><a href="#cite_note-8"><span class="cite-bracket">[</span>8<span class="cite-bracket">]</span></a></sup><sup class="noprint Inline-Template" style="white-space:nowrap;">[<i><a href="/wiki/Wikipedia:Citing_sources" title="Wikipedia:Citing sources"><span title="This citation requires a reference to the specific page or range of pages in which the material appears. (March 2024)">page needed</span></a></i>]</sup> Biber and Gray propose further differences in the complexity of academic writing between disciplines, seen, for example, in the distinctions between writing in the <a href="/wiki/Humanities" title="Humanities">humanities</a> versus writing in the <a href="/wiki/Science" title="Science">sciences</a>. In the humanities, academic style is often seen in elaborated complex texts, while in the sciences, academic style is often seen in highly structured concise texts. These stylistic differences are thought to be related to the types of knowledge and information being communicated in these two broad fields.<sup id="cite_ref-:02_9-0" class="reference"><a href="#cite_note-:02-9"><span class="cite-bracket">[</span>9<span class="cite-bracket">]</span></a></sup> </p><p>One theory that attempts to account for these differences in writing is known as "discourse communities".<sup id="cite_ref-10" class="reference"><a href="#cite_note-10"><span class="cite-bracket">[</span>10<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Criticism">Criticism</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=2" title="Edit section: Criticism"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1236090951">.mw-parser-output .hatnote{font-style:italic}.mw-parser-output div.hatnote{padding-left:1.6em;margin-bottom:0.5em}.mw-parser-output .hatnote i{font-style:normal}.mw-parser-output .hatnote+link+.hatnote{margin-top:-0.5em}@media print{body.ns-0 .mw-parser-output .hatnote{display:none!important}}</style><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Academese" title="Academese">Academese</a></div> <p>Academic style has often been criticized for being too full of <a href="/wiki/Jargon" title="Jargon">jargon</a> and hard to understand by the general public.<sup id="cite_ref-11" class="reference"><a href="#cite_note-11"><span class="cite-bracket">[</span>11<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-12" class="reference"><a href="#cite_note-12"><span class="cite-bracket">[</span>12<span class="cite-bracket">]</span></a></sup> In 2022, Joelle Renstrom argued that the <a href="/wiki/COVID-19_pandemic" title="COVID-19 pandemic">COVID-19 pandemic</a> has had a negative impact on academic writing and that many scientific articles now "contain more jargon than ever, which encourages misinterpretation, political spin, and a declining public trust in the scientific process."<sup id="cite_ref-13" class="reference"><a href="#cite_note-13"><span class="cite-bracket">[</span>13<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading2"><h2 id="Discourse_community">Discourse community</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=3" title="Edit section: Discourse community"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">See also: <a href="/wiki/Community_of_inquiry" title="Community of inquiry">Community of inquiry</a></div> <p>A <a href="/wiki/Discourse_community" title="Discourse community">discourse community</a> is a group of people that shares mutual interests and beliefs. "It establishes limits and regularities...who may speak, what may be spoken, and how it is to be said; in addition, [rules] prescribe what is true and false, what is reasonable and what foolish, and what is meant and what not."<sup id="cite_ref-14" class="reference"><a href="#cite_note-14"><span class="cite-bracket">[</span>14<span class="cite-bracket">]</span></a></sup> </p><p>The concept of a discourse community is vital to academic writers across all disciplines, for the academic writer's purpose is to influence how their community understands its field of study: whether by maintaining, adding to, revising, or contesting what that community regards as "known" or "true." To effectively communicate and persuade within their field, academic writers are motivated to adhere to the conventions and standards set forth by their discourse community. Such adherence ensures that their contributions are intelligible and recognized as legitimate. </p> <div class="mw-heading mw-heading3"><h3 id="Discourse_community_constraints">Discourse community constraints</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=4" title="Edit section: Discourse community constraints"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Constraints are the discourse community's accepted rules and norms of writing that determine what can and cannot be said in a particular field or discipline. They define what constitutes an acceptable argument. Every discourse community expects to see writers construct their arguments using the community's conventional style of language, vocabulary, and sources, which are the building blocks of any argument in that community.<sup id="cite_ref-15" class="reference"><a href="#cite_note-15"><span class="cite-bracket">[</span>15<span class="cite-bracket">]</span></a></sup> </p> <div class="mw-heading mw-heading3"><h3 id="Writing_for_a_discourse_community">Writing for a discourse community</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=5" title="Edit section: Writing for a discourse community"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>For writers to become familiar with some of the constraints of the discourse community they are writing for, across most discourse communities, writers must: </p> <ul><li>identify the novelty of their position</li> <li>make a claim, or thesis</li> <li>acknowledge prior work and situate their claim in a disciplinary context</li> <li>offer warrants for one's view based on community-specific arguments and procedures</li></ul> <p>The structure and presentation of arguments can vary based on the discourse community the writer is a part of. For example, a high school student would typically present arguments differently than a college student. It is important for academic writers to familiarize themselves with the conventions of their discourse community by analyzing existing literature within the field. Such an in-depth understanding will enable writers to convey their ideas and arguments more effectively, ensuring that their contributions resonate with and are valued by their peers in the discourse community. </p><p><a href="/wiki/Writing_across_the_curriculum" title="Writing across the curriculum">Writing Across the Curriculum</a> (WAC) is a comprehensive educational initiative designed not only to enhance student writing proficiency across diverse disciplinary contexts but also to foster faculty development and interdisciplinary dialogue.<sup id="cite_ref-:0_16-0" class="reference"><a href="#cite_note-:0-16"><span class="cite-bracket">[</span>16<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-:1_17-0" class="reference"><a href="#cite_note-:1-17"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></a></sup><sup id="cite_ref-:2_18-0" class="reference"><a href="#cite_note-:2-18"><span class="cite-bracket">[</span>18<span class="cite-bracket">]</span></a></sup> The Writing Across the Curriculum Clearinghouse provides resources for such programs at all levels of education. </p> <div class="mw-heading mw-heading3"><h3 id="Novel_argument">Novel argument</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=6" title="Edit section: Novel argument"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>In a discourse community, academic writers build on the ideas of previous writers to establish their own claims. Successful writers know the importance of conducting research within their community and applying the knowledge gained to their own work. By synthesizing and expanding upon existing ideas, writers are able to make novel contributions to the discourse. </p> <div class="mw-heading mw-heading2"><h2 id="Intertextuality">Intertextuality</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=7" title="Edit section: Intertextuality"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p><a href="/wiki/Intertextuality" title="Intertextuality">Intertextuality</a> is the combining of past writings into original, new pieces of text. According to <a href="/wiki/Julia_Kristeva" title="Julia Kristeva">Julia Kristeva</a>, all texts are part of a larger network of intertextuality, meaning they are connected to prior texts through various links, such as allusions, repetitions, and direct quotations, whether they are acknowledged or not.<sup id="cite_ref-:0_16-1" class="reference"><a href="#cite_note-:0-16"><span class="cite-bracket">[</span>16<span class="cite-bracket">]</span></a></sup> Writers (often unwittingly) make use of what has previously been written and thus some degree of borrowing is inevitable. One of the key characteristics of academic writing across disciplines is the use of explicit conventions for acknowledging intertextuality, such as <a href="/wiki/Citation" title="Citation">citation</a> and bibliography. The conventions for marking intertextuality vary depending on the discourse community, with examples including MLA, APA, IEEE, and Chicago styles. </p><p>Summarizing and integrating other texts in academic writing is often metaphorically described as "entering the conversation," as described by Kenneth Burke:<sup id="cite_ref-:1_17-1" class="reference"><a href="#cite_note-:1-17"><span class="cite-bracket">[</span>17<span class="cite-bracket">]</span></a></sup> </p> <style data-mw-deduplicate="TemplateStyles:r1244412712">.mw-parser-output .templatequote{overflow:hidden;margin:1em 0;padding:0 32px}.mw-parser-output .templatequotecite{line-height:1.5em;text-align:left;margin-top:0}@media(min-width:500px){.mw-parser-output .templatequotecite{padding-left:1.6em}}</style><blockquote class="templatequote"><p> "Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending on the quality of your ally's assistance. However, the discussion is interminable. The hour grows late, you must depart, with the discussion still vigorously in progress."</p></blockquote> <div class="mw-heading mw-heading2"><h2 id="Key_elements">Key elements</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=8" title="Edit section: Key elements"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>While the need for appropriate references and the avoidance of plagiarism are undisputed in academic and scholarly writing, the appropriate style is still a matter of debate. Some aspects of writing are universally accepted as important, while others are more subjective and open to interpretation. </p> <dl><dt>Style</dt> <dd>Contrary to stereotype, published academic research is not particularly syntactically complex;<sup id="cite_ref-:2_18-1" class="reference"><a href="#cite_note-:2-18"><span class="cite-bracket">[</span>18<span class="cite-bracket">]</span></a></sup> it is instead a fairly low-involvement <a href="/wiki/Register_(sociolinguistics)" title="Register (sociolinguistics)">register</a> characterized by the modification of nominal elements<sup id="cite_ref-19" class="reference"><a href="#cite_note-19"><span class="cite-bracket">[</span>19<span class="cite-bracket">]</span></a></sup> through <a href="/wiki/Hedge_(linguistics)" title="Hedge (linguistics)">hedging</a> and refining elaborations, often presented as sequences of <a href="/wiki/Object_(grammar)" title="Object (grammar)">objects of prepositions</a> such as what, where, when, and whom.</dd> <dt>Logical structure</dt> <dd>Writing should be organized in a manner which demonstrates clarity of thought.<sup id="cite_ref-open_20-0" class="reference"><a href="#cite_note-open-20"><span class="cite-bracket">[</span>20<span class="cite-bracket">]</span></a></sup></dd> <dt>Appropriate references</dt> <dd>Generally speaking, the range and organization of references illustrate the writer's awareness of the current state of knowledge in the field (including major current disagreements or controversies); typically the expectation is that these references will be formatted in the relevant disciplinary <a href="/wiki/Citation" title="Citation">citation</a> system.<sup id="cite_ref-21" class="reference"><a href="#cite_note-21"><span class="cite-bracket">[</span>21<span class="cite-bracket">]</span></a></sup></dd> <dt>Bibliography</dt> <dd>Typically, this lists those materials read as background, evidencing wider reading,<sup id="cite_ref-open_20-1" class="reference"><a href="#cite_note-open-20"><span class="cite-bracket">[</span>20<span class="cite-bracket">]</span></a></sup> and will include the sources of individual citations.</dd> <dt>Avoidance of plagiarism</dt> <dd><a href="/wiki/Plagiarism" title="Plagiarism">Plagiarism</a>, the "wrongful appropriation of another author's language, thoughts, ideas, or expressions", and the representation of them as one's own original work, is considered <a href="/wiki/Academic_dishonesty" title="Academic dishonesty">academic dishonesty</a>, and can lead to severe consequences.<sup id="cite_ref-22" class="reference"><a href="#cite_note-22"><span class="cite-bracket">[</span>22<span class="cite-bracket">]</span></a></sup> However, the delineation of plagiarism is not always straightforward, as interpretations of what constitutes plagiarism can vary significantly across different cultures. This complexity is further amplified by the advent of advanced technologies, including artificial intelligence (AI), which have both complicated the detection of plagiarism and introduced new considerations in defining originality and authorship.</dd></dl> <div class="mw-heading mw-heading2"><h2 id="Academic_genres">Academic genres</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=9" title="Edit section: Academic genres"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Foster_periodicals.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/e/e4/Foster_periodicals.jpg/220px-Foster_periodicals.jpg" decoding="async" width="220" height="165" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/e/e4/Foster_periodicals.jpg/330px-Foster_periodicals.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/e/e4/Foster_periodicals.jpg/440px-Foster_periodicals.jpg 2x" data-file-width="640" data-file-height="480" /></a><figcaption>Academic journals collect <a href="/wiki/Research_article" class="mw-redirect" title="Research article">research articles</a> and are often categorized as "Periodicals" in university libraries. Here, the periodical collection of the Foster Business Library at the <a href="/wiki/University_of_Washington" title="University of Washington">University of Washington</a></figcaption></figure><p>Academic writing encompasses many different genres, indicating the many different kinds of authors, audiences and activities engaged in the academy and the variety of kinds of messages sent among various people engaged in the academy. The partial list below indicates the complexity of academic writing and the academic world it is part of. </p><div class="mw-heading mw-heading3"><h3 id="By_researchers_for_other_researchers">By researchers for other researchers</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=10" title="Edit section: By researchers for other researchers"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li>Scholarly <a href="/wiki/Monograph" title="Monograph">monograph</a>, in many types and varieties</li> <li><a href="/wiki/Chapter_(books)" title="Chapter (books)">Chapter</a> in an <a href="/wiki/Edited_volume" title="Edited volume">edited volume</a></li> <li><a href="/wiki/Book_review" title="Book review">Book review</a></li> <li><a href="/wiki/Conference_paper" class="mw-redirect" title="Conference paper">Conference paper</a></li> <li><a href="/wiki/Essay" title="Essay">Essay</a>; usually short, between 1,500 and 6,000 words in length</li> <li><a href="/wiki/Explication" title="Explication">Explication</a>; usually a short factual note explaining some part of a particular work; e.g. its terminology, dialect, allusions or coded references</li> <li><a href="/wiki/Literature_review" title="Literature review">Literature review</a> or review essay; a summary and careful comparison of previous academic work published on a specific topic</li> <li><a href="/wiki/Research_article" class="mw-redirect" title="Research article">Research article</a></li> <li><a href="/wiki/Research_proposal" title="Research proposal">Research proposal</a></li> <li>Site description and plan (e.g. in <a href="/wiki/Archeology" class="mw-redirect" title="Archeology">archeology</a>)</li> <li><a href="/wiki/Technical_report" title="Technical report">Technical report</a></li> <li><a href="/wiki/Translation" title="Translation">Translation</a></li> <li><a href="/wiki/Academic_journal" title="Academic journal">Journal</a> <a href="/wiki/Article_(publishing)" title="Article (publishing)">article</a> (e.g. <i><a href="/wiki/History_Today" title="History Today">History Today</a></i>); usually presenting a digest of recent research</li></ul> <div class="mw-heading mw-heading3"><h3 id="Technical_or_administrative_forms">Technical or administrative forms</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=11" title="Edit section: Technical or administrative forms"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/Brief_(law)" title="Brief (law)">Brief</a>; short summary, often instructions for a <a href="/wiki/Contract" title="Contract">commissioned</a> work</li> <li><a href="/wiki/Peer_review" title="Peer review">Peer review</a> report</li> <li><a href="/wiki/Research_proposal" title="Research proposal">Proposal for research</a> or for a book</li> <li><a href="/wiki/White_paper" title="White paper">White paper</a>; detailed technical specifications and/or performance report</li></ul> <div class="mw-heading mw-heading3"><h3 id="Collating_the_work_of_others">Collating the work of others</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=12" title="Edit section: Collating the work of others"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/Anthology" title="Anthology">Anthology</a>; collection, collation, ordering and editing of the work of others</li> <li><a href="/wiki/Catalogue_raisonn%C3%A9" title="Catalogue raisonné">Catalogue raisonné</a>; the definitive collection of the work of a single artist, in book form</li> <li><a href="/wiki/Anthology" title="Anthology">Collected works</a>; often referred to as the 'critical edition'. The definitive collection of the work of a single writer or poet, in book form, carefully purged of publishers' errors and later forgeries, etc.</li> <li><a href="/wiki/Monograph" title="Monograph">Monograph</a> or <a href="/wiki/Exhibition_catalog" class="mw-redirect" title="Exhibition catalog">exhibition catalog</a>; usually containing exemplary works, and a scholarly essay. Sometime contains new work by a creative writer, responding to the work</li> <li><a href="/wiki/Transcription_(linguistics)" title="Transcription (linguistics)">Transcribing</a>, selecting and ordering oral <a href="/wiki/Testimony" title="Testimony">testimony</a> (e.g. <a href="/wiki/Oral_history" title="Oral history">oral history</a> recordings)</li></ul> <div class="mw-heading mw-heading3"><h3 id="Research_and_planning">Research and planning</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=13" title="Edit section: Research and planning"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/Empirical_research" title="Empirical research">Empirical research</a></li> <li><a href="/wiki/Experiment" title="Experiment">Experimental</a> plan</li> <li><a href="/wiki/Laboratory" title="Laboratory">Laboratory</a> report</li> <li>Raw <a href="/wiki/Data_collection" title="Data collection">data collection</a> plan</li> <li><a href="/wiki/Research_proposal" title="Research proposal">Research proposal</a>, including <a href="/wiki/Research_question" title="Research question">research questions</a></li> <li>Structured <a href="/wiki/Note_taking" class="mw-redirect" title="Note taking">notes</a></li></ul> <div class="mw-heading mw-heading3"><h3 id="Newer_forms">Newer forms</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=14" title="Edit section: Newer forms"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/Collaborative_writing" title="Collaborative writing">Collaborative writing</a>, especially using the <a href="/wiki/Internet" title="Internet">internet</a></li> <li><a href="/wiki/Hypertext" title="Hypertext">Hypertext</a>, often incorporating <a href="/wiki/New_media" title="New media">new media</a> and <a href="/wiki/Multimedia" title="Multimedia">multimedia</a> forms within the text</li> <li><a href="/wiki/Performative_writing" title="Performative writing">Performative writing</a> (see also: <a href="/wiki/Belles-lettres" title="Belles-lettres">belles-lettres</a>)</li></ul> <div class="mw-heading mw-heading3"><h3 id="By_graduate_students_for_their_advisors_and_committees">By graduate students for their advisors and committees</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=15" title="Edit section: By graduate students for their advisors and committees"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li>Doctoral <a href="/wiki/Dissertation" class="mw-redirect" title="Dissertation">dissertation</a>, completed over a number of years, often in excess of 20,000 words in length</li> <li>Masters <a href="/wiki/Thesis" title="Thesis">thesis</a> (in some regions referred to as masters dissertation), often completed within a year and between 6,000 and 20,000 words in length.</li> <li><a href="/wiki/Research_proposal" title="Research proposal">Thesis or dissertation proposal</a></li></ul> <div class="mw-heading mw-heading3"><h3 id="By_undergraduate_students_for_their_instructors">By undergraduate students for their instructors</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=16" title="Edit section: By undergraduate students for their instructors"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/Academic_paper" class="mw-redirect" title="Academic paper">Research paper</a>; longer essay involving library research, 3000 to 6000 words in length</li> <li><a href="/wiki/Book_report" title="Book report">Book report</a></li> <li><a href="/wiki/Exam" title="Exam">Exam</a> <a href="/wiki/Essay" title="Essay">essays</a></li></ul> <div class="mw-heading mw-heading3"><h3 id="By_instructors_for_students">By instructors for students</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=17" title="Edit section: By instructors for students"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/Exam" title="Exam">Exam</a> questions</li> <li>Instructional <a href="/wiki/Pamphlet" title="Pamphlet">pamphlet</a>, or hand-out, or <a href="/wiki/Reading_(process)" class="mw-redirect" title="Reading (process)">reading</a> list</li> <li><a href="/wiki/Presentations" class="mw-redirect" title="Presentations">Presentations</a>; usually short, often illustrated</li> <li><a href="/wiki/Syllabus" title="Syllabus">Syllabus</a></li></ul> <div class="mw-heading mw-heading3"><h3 id="Summaries_of_knowledge_for_researchers,_students_or_general_public"><span id="Summaries_of_knowledge_for_researchers.2C_students_or_general_public"></span>Summaries of knowledge for researchers, students or general public</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=18" title="Edit section: Summaries of knowledge for researchers, students or general public"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/Annotated" class="mw-redirect" title="Annotated">Annotated</a> <a href="/wiki/Bibliography" title="Bibliography">bibliography</a></li> <li><a href="/wiki/Annotated" class="mw-redirect" title="Annotated">Annotated</a> catalogue, often of an individual or group's papers and/or library</li> <li>Simplified graphical representation of knowledge; e.g. a <a href="/wiki/Map" title="Map">map</a>, or refining a display generated from a <a href="/wiki/Database" title="Database">database</a>. There will often be a 'key' or written work incorporated with the final work</li> <li>Creating a timeline or <a href="/wiki/Chronological" class="mw-redirect" title="Chronological">chronological</a> plan. There will often be a 'key' or written work incorporated with the final work</li> <li>Devising a <a href="/wiki/Classification_scheme" class="mw-redirect" title="Classification scheme">classification scheme</a>; e.g. for <a href="/wiki/Animal" title="Animal">animals</a>, or newly arisen <a href="/wiki/Sub-culture" class="mw-redirect" title="Sub-culture">sub-cultures</a>, or a radically new style of design</li> <li><a href="/wiki/Encyclopedia" title="Encyclopedia">Encyclopedia</a> entry or <a href="/wiki/Handbook" title="Handbook">handbook</a> chapter</li></ul> <div class="mw-heading mw-heading3"><h3 id="Disseminating_knowledge_outside_the_academy">Disseminating knowledge outside the academy</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=19" title="Edit section: Disseminating knowledge outside the academy"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li><a href="/wiki/Call_for_papers" class="mw-redirect" title="Call for papers">Call for papers</a></li> <li><a href="/wiki/Documentary_film" title="Documentary film">Documentary</a> <a href="/wiki/Film_script" class="mw-redirect" title="Film script">film script</a> or <a href="/wiki/Scriptment" title="Scriptment">TV script</a> or radio script</li> <li><a href="/wiki/Obituary" title="Obituary">Obituary</a></li> <li><a href="/wiki/Legal_opinion" title="Legal opinion">Opinion</a>; an academic may sometimes be asked to give an expert written opinion, for use in a <a href="/wiki/Law" title="Law">legal</a> case before a <a href="/wiki/Court_of_law" class="mw-redirect" title="Court of law">court of law</a></li> <li><a href="/wiki/Newspaper" title="Newspaper">Newspaper</a> opinion article</li> <li><a href="/wiki/Public_speech" class="mw-redirect" title="Public speech">Public speech</a> or <a href="/wiki/Lecture" title="Lecture">lecture</a></li> <li><a href="/wiki/Review" title="Review">Review</a> of a book, film, exhibition, event, etc.</li> <li><a href="/wiki/Think-tank" class="mw-redirect" title="Think-tank">Think-tank</a> <a href="/wiki/Pamphlet" title="Pamphlet">pamphlet</a>, position paper, or briefing paper</li></ul> <div class="mw-heading mw-heading3"><h3 id="Personal_forms_often_for_general_public">Personal forms often for general public</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=20" title="Edit section: Personal forms often for general public"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p><i>These are acceptable to some academic disciplines, e.g. <a href="/wiki/Cultural_studies" title="Cultural studies">Cultural studies</a>, <a href="/wiki/Fine_art" title="Fine art">Fine art</a>, <a href="/wiki/Feminist_studies" class="mw-redirect" title="Feminist studies">Feminist studies</a>, <a href="/wiki/Queer" title="Queer">Queer theory</a>, <a href="/wiki/Literary_studies" class="mw-redirect" title="Literary studies">Literary studies</a></i> </p> <ul><li><a href="/wiki/Artist%27s_book" title="Artist's book">Artist's book</a> or <a href="/wiki/Chapbook" title="Chapbook">chapbook</a></li> <li><a href="/wiki/Autobiography" title="Autobiography">Autobiography</a></li> <li><a href="/wiki/Belles-lettres" title="Belles-lettres">Belles-lettres</a>; stylish or aesthetic writing on serious subjects, often with reference to one's personal experience</li> <li><a href="/wiki/Commonplace_book" title="Commonplace book">Commonplace book</a></li> <li><a href="/wiki/Diary" title="Diary">Diary</a> or <a href="/wiki/Weblog" class="mw-redirect" title="Weblog">weblog</a></li> <li><a href="/wiki/Memoire" class="mw-redirect" title="Memoire">Memoire</a>; usually a short work, giving one's own memories of a famous person or event</li> <li><a href="/wiki/Notebook" title="Notebook">Notebooks</a></li></ul> <div class="mw-heading mw-heading2"><h2 id="Emotions_in_higher-education_academic_writing">Emotions in higher-education academic writing</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=21" title="Edit section: Emotions in higher-education academic writing"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>Participating in higher education writing can entail high stakes. For instance, one's GPA may be influenced by writing performance in a class and the consequent grade received, potentially stirring negative emotions such as confusion and anxiety. Research on emotions and writing indicates that there is a relationship between writing identity and displaying emotions within an academic atmosphere. Instructors cannot simply read off one's identity and determine how it should be formatted. The structure of higher education, particularly within universities, is in a state of continual evolution, shaping and developing student writing identities.<sup id="cite_ref-23" class="reference"><a href="#cite_note-23"><span class="cite-bracket">[</span>23<span class="cite-bracket">]</span></a></sup> Nevertheless, this dynamic can lead to a positive contribution to one's academic writing identity in higher education.<sup id="cite_ref-24" class="reference"><a href="#cite_note-24"><span class="cite-bracket">[</span>24<span class="cite-bracket">]</span></a></sup> Unfortunately, higher education does not value mistakes, which makes it difficult for students to discover an academic identity. This can lead to a lack of confidence when submitting assignments. A student must learn to be confident enough to adapt and refine previous writing styles to succeed.<sup id="cite_ref-25" class="reference"><a href="#cite_note-25"><span class="cite-bracket">[</span>25<span class="cite-bracket">]</span></a></sup> </p><p>Academic writing can be seen as stressful, uninteresting, and difficult. When placed in the university setting, these emotions can contribute to student dropout. However, academic writing development can prevent fear and anxiety from developing if self-efficacy is high and anxiety is low.<sup id="cite_ref-26" class="reference"><a href="#cite_note-26"><span class="cite-bracket">[</span>26<span class="cite-bracket">]</span></a></sup> External factors can also prevent enjoyment in academic writing including finding time and space to complete assignments. Studies have shown core members of a "community of practice" concerning writing reports are more of a positive experience than those who do not.<sup id="cite_ref-27" class="reference"><a href="#cite_note-27"><span class="cite-bracket">[</span>27<span class="cite-bracket">]</span></a></sup> Overall emotions, lack of confidence, and prescriptive notions about what an academic writing identity should resemble can hinder a student's ability to succeed. </p> <div class="mw-heading mw-heading2"><h2 id="Format">Format</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=22" title="Edit section: Format"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <p>A commonly recognized format for presenting original research in the social and applied sciences is known as <a href="/wiki/IMRAD" title="IMRAD">IMRD</a>, an initialism that refers to the usual ordering of subsections: </p> <ul><li><i>Introduction</i> (Overview of relevant research and objective of current study)</li> <li><i>Method</i> (Assumptions, questions, procedures described in replicable or at least reproducible detail)</li> <li><i>Results</i> (Presentation of findings; often includes visual displays of quantitative data charts, plots)</li></ul> <p>and </p> <ul><li><i>Discussion</i> (Analysis, Implications, Suggested next steps)</li></ul> <p>Standalone methods sections are atypical in presenting research in the humanities; other common formats in the applied and social sciences are IMRAD (which offers an "Analysis" section separate from the implications presented in the "Discussion" section) and IRDM (found in some engineering subdisciplines, which features Methods at the end of the document). </p><p>Other common sections in academic documents are: </p> <ul><li><a href="/wiki/Abstract_(summary)" title="Abstract (summary)">Abstract</a></li> <li><a href="/wiki/Acknowledgment_(creative_arts)" class="mw-redirect" title="Acknowledgment (creative arts)">Acknowledgments</a></li> <li><a href="/wiki/Index_(publishing)" title="Index (publishing)">Indices</a></li> <li><a href="/wiki/Bibliography" title="Bibliography">Bibliography</a></li> <li><a href="/w/index.php?title=List_of_references&action=edit&redlink=1" class="new" title="List of references (page does not exist)">List of references</a></li> <li><a href="/wiki/Addendum" title="Addendum">Appendix</a>/<a href="/wiki/Addendum" title="Addendum">Addendum</a>, any addition to a document</li></ul> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=23" title="Edit section: See also"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1184024115">.mw-parser-output .div-col{margin-top:0.3em;column-width:30em}.mw-parser-output .div-col-small{font-size:90%}.mw-parser-output .div-col-rules{column-rule:1px solid #aaa}.mw-parser-output .div-col dl,.mw-parser-output .div-col ol,.mw-parser-output .div-col ul{margin-top:0}.mw-parser-output .div-col li,.mw-parser-output .div-col dd{page-break-inside:avoid;break-inside:avoid-column}</style><div class="div-col" style="column-width: 20em;"> <ul><li><a href="/wiki/Academia" class="mw-redirect" title="Academia">Academia</a></li> <li><a href="/wiki/Academic_authorship" title="Academic authorship">Academic authorship</a></li> <li><a href="/wiki/Academic_ghostwriting" class="mw-redirect" title="Academic ghostwriting">Academic ghostwriting</a></li> <li><a href="/wiki/Academic_journal" title="Academic journal">Academic journal</a></li> <li><a href="/wiki/Academic_publishing" title="Academic publishing">Academic publishing</a></li> <li><a href="/wiki/Author_editing" title="Author editing">Author editing</a></li> <li><a href="/wiki/Creative_class" title="Creative class">Creative class</a></li> <li><a href="/wiki/Criticism" title="Criticism">Criticism</a></li> <li><a href="/wiki/Expository_writing" class="mw-redirect" title="Expository writing">Expository writing</a></li> <li><a href="/wiki/Knowledge_worker" title="Knowledge worker">Knowledge worker</a></li> <li><a href="/wiki/Persuasive_writing" title="Persuasive writing">Persuasive writing</a> or <a href="/wiki/Rhetoric" title="Rhetoric">rhetoric</a></li> <li><a href="/wiki/Publishing" title="Publishing">Publishing</a></li> <li><a href="/wiki/Research_paper_mill" title="Research paper mill">Research paper mill</a></li> <li><a href="/wiki/Rhetorical_device" title="Rhetorical device">Rhetorical device</a></li> <li><a href="/wiki/Scientific_writing" title="Scientific writing">Scientific writing</a></li> <li><a href="/wiki/Scientific_publishing" class="mw-redirect" title="Scientific publishing">Scientific publishing</a></li> <li><a href="/wiki/Scholarly_method" title="Scholarly method">Scholarly method</a></li> <li><a href="/wiki/Scholarly_skywriting" class="mw-redirect" title="Scholarly skywriting">Scholarly skywriting</a></li> <li><a href="/wiki/Style_guide" title="Style guide">Style guide</a></li></ul> </div> <div class="mw-heading mw-heading2"><h2 id="References">References</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=24" title="Edit section: References"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist"> <div class="mw-references-wrap mw-references-columns"><ol class="references"> <li id="cite_note-1"><span class="mw-cite-backlink"><b><a href="#cite_ref-1">^</a></b></span> <span class="reference-text"><style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite id="CITEREFNesiGardner2012" class="citation book cs1">Nesi, Hilary; Gardner, Sheena (2012). <i>Genres across the Disciplines: Student Writing in Higher Education</i>. Cambridge Applied Linguistics. Cambridge UP. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-521-14959-4" title="Special:BookSources/978-0-521-14959-4"><bdi>978-0-521-14959-4</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Genres+across+the+Disciplines%3A+Student+Writing+in+Higher+Education&rft.series=Cambridge+Applied+Linguistics&rft.pub=Cambridge+UP&rft.date=2012&rft.isbn=978-0-521-14959-4&rft.aulast=Nesi&rft.aufirst=Hilary&rft.au=Gardner%2C+Sheena&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAcademic+writing" class="Z3988"></span></span> </li> <li id="cite_note-:3-2"><span class="mw-cite-backlink">^ <a href="#cite_ref-:3_2-0"><sup><i><b>a</b></i></sup></a> <a href="#cite_ref-:3_2-1"><sup><i><b>b</b></i></sup></a></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSwales1990" class="citation book cs1">Swales, John (1990). <i>Genre Analysis: English in Academic and Research Settings</i>. Cambridge, UK: Cambridge Applied Linguistics. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0521338134" title="Special:BookSources/978-0521338134"><bdi>978-0521338134</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Genre+Analysis%3A+English+in+Academic+and+Research+Settings&rft.place=Cambridge%2C+UK&rft.pub=Cambridge+Applied+Linguistics&rft.date=1990&rft.isbn=978-0521338134&rft.aulast=Swales&rft.aufirst=John&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAcademic+writing" class="Z3988"></span></span> </li> <li id="cite_note-3"><span class="mw-cite-backlink"><b><a href="#cite_ref-3">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFThaissZawacki2006" class="citation book cs1">Thaiss, Chris; Zawacki, Terry Myers (2006). <i>Engaged Writers and Dynamic Disciplines: Research on the Academic Writing Life</i>. 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New York: The Modern Language Association of America. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-60329-468-3" title="Special:BookSources/978-1-60329-468-3"><bdi>978-1-60329-468-3</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=How+students+write%3A+a+linguistic+analysis&rft.place=New+York&rft.pub=The+Modern+Language+Association+of+America&rft.date=2020&rft.isbn=978-1-60329-468-3&rft.aulast=Aull&rft.aufirst=Laura&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAcademic+writing" class="Z3988"></span></span> </li> <li id="cite_note-5"><span class="mw-cite-backlink"><b><a href="#cite_ref-5">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFLancaster2016" class="citation journal cs1">Lancaster, Zak (2016-02-01). <a rel="nofollow" class="external text" href="https://publicationsncte.org/content/journals/10.58680/ccc201628067">"Do Academics Really Write This Way? A Corpus Investigation of Moves and Templates in 'They Say / I Say'<span class="cs1-kern-right"></span>"</a>. <i><a href="/wiki/College_Composition_and_Communication" title="College Composition and Communication">College Composition and Communication</a></i>. <b>67</b> (3): 437–464. <a href="/wiki/Doi_(identifier)" class="mw-redirect" title="Doi (identifier)">doi</a>:<a rel="nofollow" class="external text" href="https://doi.org/10.58680%2Fccc201628067">10.58680/ccc201628067</a>. <a href="/wiki/ISSN_(identifier)" class="mw-redirect" title="ISSN (identifier)">ISSN</a> <a rel="nofollow" class="external text" href="https://search.worldcat.org/issn/0010-096X">0010-096X</a>. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20240325213555/https://publicationsncte.org/content/journals/10.58680/ccc201628067">Archived</a> from the original on 2024-03-25<span class="reference-accessdate">. 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Ann Arbor: University of Michigan Press. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-472-03024-8" title="Special:BookSources/978-0-472-03024-8"><bdi>978-0-472-03024-8</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Disciplinary+discourses%3A+social+interactions+in+academic+writing&rft.place=Ann+Arbor&rft.edition=Michigan+Classics&rft.pub=University+of+Michigan+Press&rft.date=2004&rft.isbn=978-0-472-03024-8&rft.aulast=Hyland&rft.aufirst=Ken&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAcademic+writing" class="Z3988"></span></span> </li> <li id="cite_note-:02-9"><span class="mw-cite-backlink"><b><a href="#cite_ref-:02_9-0">^</a></b></span> <span class="reference-text"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBiberGray2016" class="citation book cs1">Biber, Douglas; Gray, Bethany (2016-05-26). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=uiL-CwAAQBAJ&q=Academese&pg=PA1"><i>Grammatical Complexity in Academic English: Linguistic Change in Writing</i></a>. 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Retrieved <span class="nowrap">2024-03-14</span></span>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Journal+of+Further+and+Higher+Education&rft.atitle=%22It%27s+exciting+and+rewarding%21%22%3A+structured+mini+writing+retreats+as+a+tool+for+undergraduate+researchers&rft.volume=46&rft.issue=10&rft.pages=1421-1433&rft.date=2022-11-26&rft_id=info%3Adoi%2F10.1080%2F0309877X.2022.2085031&rft.issn=0309-877X&rft.aulast=Cunningham&rft.aufirst=Clare&rft_id=https%3A%2F%2Fwww.tandfonline.com%2Fdoi%2Ffull%2F10.1080%2F0309877X.2022.2085031&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAcademic+writing" class="Z3988"></span></span> </li> </ol></div></div> <div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=25" title="Edit section: Further reading"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <div class="mw-heading mw-heading3"><h3 id="General">General</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=26" title="Edit section: General"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li>C. Bazerman, J. Little, T. Chavkin, D. Fouquette, L. Bethel, and J. Garufis (2005). Writing across the curriculum. Parlor Press and WAC Clearinghouse. https://wac.colostate.edu/books/referenceguides/bazerman-wac/</li> <li>C. Bazerman & D. Russell (1994). Landmark essays in writing across the curriculum. Davis, CA: Hermagoras Press.</li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFTonyPaul2001" class="citation book cs1">Tony, Becher; Paul, Trowler (1 October 2001). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=oXTlAAAAQBAJ"><i>Academic Tribes And Territories: Intellectual Enquiry and the Culture of Disciplines</i></a>. McGraw-Hill Education (UK). <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-335-20627-8" title="Special:BookSources/978-0-335-20627-8"><bdi>978-0-335-20627-8</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Academic+Tribes+And+Territories%3A+Intellectual+Enquiry+and+the+Culture+of+Disciplines&rft.pub=McGraw-Hill+Education+%28UK%29&rft.date=2001-10-01&rft.isbn=978-0-335-20627-8&rft.aulast=Tony&rft.aufirst=Becher&rft.au=Paul%2C+Trowler&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3DoXTlAAAAQBAJ&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAcademic+writing" class="Z3988"></span></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBoothColombWilliams2009" class="citation book cs1">Booth, Wayne C.; Colomb, Gregory G.; Williams, Joseph M. (15 May 2009). <a href="/wiki/The_Craft_of_Research" title="The Craft of Research"><i>The Craft of Research</i></a> (Third ed.). University of Chicago Press. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-226-06264-8" title="Special:BookSources/978-0-226-06264-8"><bdi>978-0-226-06264-8</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=The+Craft+of+Research&rft.edition=Third&rft.pub=University+of+Chicago+Press&rft.date=2009-05-15&rft.isbn=978-0-226-06264-8&rft.aulast=Booth&rft.aufirst=Wayne+C.&rft.au=Colomb%2C+Gregory+G.&rft.au=Williams%2C+Joseph+M.&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAcademic+writing" class="Z3988"></span></li> <li>Borg, Erik (2003). 'Discourse Community', <i>English Language Teaching (ELT) Journal</i>, Vol. 57, Issue 4, pp. 398–400</li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFCanagarajah2002" class="citation book cs1">Canagarajah, A. Suresh (2002). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=d8jnMeXmA2AC"><i>A Geopolitics of Academic Writing</i></a>. University of Pittsburgh Press. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-8229-7238-9" title="Special:BookSources/978-0-8229-7238-9"><bdi>978-0-8229-7238-9</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=A+Geopolitics+of+Academic+Writing&rft.pub=University+of+Pittsburgh+Press&rft.date=2002&rft.isbn=978-0-8229-7238-9&rft.aulast=Canagarajah&rft.aufirst=A.+Suresh&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3Dd8jnMeXmA2AC&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAcademic+writing" class="Z3988"></span></li> <li>Coinam, David (2004). 'Concordancing Yourself: A Personal Exploration of Academic Writing', <i>Language Awareness</i>, Vol. 13, Issue 1, pp. 49–55</li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFPhyllisMary2008" class="citation book cs1">Phyllis, Creme; Mary, Lea (1 May 2008). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=h1o6vh3gcnEC"><i>Writing At University: A Guide For Students</i></a>. McGraw-Hill Education (UK). <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-335-22116-5" title="Special:BookSources/978-0-335-22116-5"><bdi>978-0-335-22116-5</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Writing+At+University%3A+A+Guide+For+Students&rft.pub=McGraw-Hill+Education+%28UK%29&rft.date=2008-05-01&rft.isbn=978-0-335-22116-5&rft.aulast=Phyllis&rft.aufirst=Creme&rft.au=Mary%2C+Lea&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3Dh1o6vh3gcnEC&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAcademic+writing" class="Z3988"></span></li> <li>Goodall, H. Lloyd Jr. (2000). <i>Writing Qualitative Inquiry: Self, Stories, and Academic Life</i> (Walnut Creek, CA: Left Coast Press)</li> <li>Johns, Ann M. (1997). <i>Text, Role and Context: Developing Academic Literacies</i> (Cambridge: Cambridge University Press)</li> <li>King, Donald W., Carol Tenopir, Songphan Choemprayong, and Lei Wu (2009). 'Scholarly Journal Information Seeking and Reading Patterns of Faculty at Five U.S. Universities', <i>Learned Publishing</i>, Vol. 22, Issue 2, pp. 126–144</li> <li>Kouritzin, Sandra G., Nathalie A. C Piquemal, and Renee Norman, eds (2009). <i>Qualitative Research: Challenging the Orthodoxies in Standard Academic Discourse(s)</i> (New York: Routledge)</li> <li>Lincoln, Yvonna S, and Norman K Denzin (2003). <i>Turning Points in Qualitative Research: Tying Knots in a Handkerchief</i> (Walnut Creek, CA; Oxford: AltaMira Press)</li> <li>Luey, Beth (2010). <i>Handbook for Academic Authors</i>, 5th edn (Cambridge: Cambridge University Press)</li> <li>Murray, Rowena, and Sarah Moore (2006). <i>The Handbook of Academic Writing: A Fresh Approach</i> (Maidenhead: Open University Press)</li> <li>Nash, Robert J. (2004). <i>Liberating Scholarly Writing: The Power of Personal Narrative</i> (New York; London: Teachers College Press)</li> <li>Paltridge, Brian (2004). 'Academic Writing', <i>Language Teaching</i>, Vol. 37, Issue 2, pp. 87–105</li> <li>Pelias, Ronald J. (1999). <i>Writing Performance: Poeticizing the Researcher's Body</i> (Carbondale, IL: Southern Illinois University Press)</li> <li>Prior, Paul A. (1998). <i>Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy</i> (Mahwah, NJ; London: Lawrence Erlbaum)</li> <li>Rhodes, Carl and Andrew D. Brown (2005). 'Writing Responsibly: Narrative Fiction and Organization Studies', <i>The Organization: The Interdisciplinary Journal of Organizations and Society</i>, Vol. 12, Issue 4, pp. 467–491</li> <li>Richards, Janet C., and Sharon K. Miller (2005). <i>Doing Academic Writing in Education: Connecting the Personal and the Professional</i> (Mahwah, NJ: Lawrence Erlbaum)</li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFZamelSpack2012" class="citation book cs1">Zamel, Vivian; Spack, Ruth (6 August 2012). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=r0aQ_im8gzIC"><i>Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures</i></a>. Routledge. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-136-60891-9" title="Special:BookSources/978-1-136-60891-9"><bdi>978-1-136-60891-9</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Negotiating+Academic+Literacies%3A+Teaching+and+Learning+Across+Languages+and+Cultures&rft.pub=Routledge&rft.date=2012-08-06&rft.isbn=978-1-136-60891-9&rft.aulast=Zamel&rft.aufirst=Vivian&rft.au=Spack%2C+Ruth&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3Dr0aQ_im8gzIC&rfr_id=info%3Asid%2Fen.wikipedia.org%3AAcademic+writing" class="Z3988"></span></li> <li><a rel="nofollow" class="external text" href="https://sydney.edu.au/students/writing.html">The University of Sydney. (2019). Academic <i>Writing</i>.</a></li></ul> <div class="mw-heading mw-heading3"><h3 id="Architecture,_design_and_art"><span id="Architecture.2C_design_and_art"></span>Architecture, design and art</h3><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=27" title="Edit section: Architecture, design and art"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li>Crysler, C. Greig (2002). <i>Writing Spaces: Discourses of Architecture, Urbanism and the Built Environment</i> (London: Routledge)</li> <li>Francis, Pat (2009). <i>Inspiring Writing in Art and Design: Taking a Line for a Write</i> (Bristol; Chicago: Intellect)</li> <li>Frayling, Christopher (1993). 'Research in Art and Design', Royal College of Art Research Papers, Vol. 1, Issue 1, pp. 1–5</li> <li>Piotrowski, Andrzej (2008). 'The Spectacle of Architectural Discourses', <i>Architectural Theory Review</i>, Vol. 13, Issue 2, pp. 130–144</li></ul> <div class="mw-heading mw-heading2"><h2 id="Bibliography">Bibliography</h2><span class="mw-editsection"><span class="mw-editsection-bracket">[</span><a href="/w/index.php?title=Academic_writing&action=edit&section=28" title="Edit section: Bibliography"><span>edit</span></a><span class="mw-editsection-bracket">]</span></span></div> <ul><li>Baldo, Shannon. "Elves and Extremism: the use of Fantasy in the Radical Environmentalist Movement." Young Scholars in Writing: Undergraduate Research in Writing and Rhetoric 7 (Spring 2010): 108–15. Print.</li> <li>Greene, Stuart. "Argument as Conversation: The Role of Inquiry in Writing a Researched Argument." n. page. Print.</li> <li>Kantz, Margaret. "Helping Students Use Textual Sources Persuasively." College English 52.1 (1990): 74–91. Print.</li> <li>Porter, James. "Intertextuality and the Discourse Community."Rhetoric Review. 5.1 (1986): 34–47. 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